In teaching, the initiation period is often a difficult one. The novice may voice a sense of powerlessness in facing his professional activities and may feel that unfavourable judgement is passed upon him, both by his colleagues and by school administration (Martineau et Portelance, 2005). In this regard, any support made available to the beginner will play a crucial role in the development of his professional capabilities (Bullough et Baughman, 1997). At present, mentorship is the most widely-used tool in the effort to successfully integrate inexperienced teachers into the profession (Garant, Lavoie, Hensler, Beauchesne, 1999; Gervais, 1999). One of the characteristics of mentorship is the progressive development of a relationship between the mentor and the novice teacher, in this case the mentee. This relationship can be a source of moral support to the beginner, the necessity of which is widely recognized (Varah, Theune et Parker, 1986). Moreover, interpersonal dynamics that allow the exchange of viewpoints also promote the sharing of professional knowledge (Martineau, Portelance, Presseau et Bergevin, 2008). Presumably, professional dialogue contributes to the quality of the mentorship not only because of its potentially positive impact on the novice’s enthusiasm (Weasmer et Woods, 2000), but also because it calls for reflection on the teaching function itself. (Andrews, 1987; Feiman-Hemser, 2001). Judging from a vast appraisal of literature carried out recently by our team at the Laboratory of Analysis of Professional Development and Beginning of Teachers (in French, known under the acronym LADIPE) at the University of Québec in Trois-Rivières, it seems that up to this point, very little research has dealt with the subject of the sharing of knowledge of a professional nature between mentor and mentee (Bergevin et Martineau, 2007). The need to come to a better understanding of teachers’ professional insertion and of support structures at hand as they access the profession calls for a serious investigation of this issue of the sharing of professional knowledge within the framework of the mentoral relationship.

With the help of financing obtained through The Social Sciences and Humanities Research Council of Canada (SSHRC), we studied the knowledge shared between mentor and mentee as part of a mentorship program offered by a school board in Quebec. To collect data, in 2006-2007, we used individual interviews as well as audio recordings of conversations between mentor and mentee. The software QRS N’vivo was used to process their statements. Analysis of the data gathered reveals the nature and themes of the knowledge that was shared. While this knowledge is, for the most part, in direct relation to professional practice, it is also rooted, to some extent, in theory. On the one hand, it pertains to the pedagogical relationship between teacher and student, to class dynamics, and to the handling of problematic situations; on the other hand, it pertains to preparation of teaching-learning situations, evaluation and pedagogical differentiation. Other knowledge touches on relations with parents. With the results obtained, comparisons can be made between knowledge emitted by the mentors and by the mentees. Ultimately, the results point to the variety of roles taken on by each of the partners in the mentoral relationship.